Previous studies have found some risk factors of cyberbullying. However, little is known about how mother phubbing may influence adolescent cyberbullying, and the mediating and moderating mechanisms underlying this relationship. "Phubbing," which is a portmanteau of "phone" and "subbing," refers to snubbing other people and focus on smartphones in social interactions. This study examined whether mother phubbing, which refers to being phubbed by one's mother, would be positively related to adolescent cyberbullying, whether perceived mother acceptance would mediate the relationship between mother phubbing and adolescent cyberbullying, and whether emotional stability would moderate the pathways between mother phubbing and adolescent cyberbullying. The sample consisted of 4,213 Chinese senior high school students (mean age 16.41 years, SD = 0.77, 53% were female). Participants completed measurements regarding mother phubbing, cyberbullying, perceived mother acceptance, and emotional stability. The results indicated that mother phubbing was positively related to cyberbullying, which was mediated by perceived mother acceptance. Further, moderated mediation analyses showed that emotional stability moderated the direct path between mother phubbing and cyberbullying and the indirect path between mother phubbing and perceived mother acceptance. This study highlighted the harmful impact of mother phubbing on adolescents by showing a positive association between mother phubbing and adolescent cyberbullying, as well as the underlying mechanisms between mother phubbing and adolescent cyberbullying.

Mother Phubbing and Adolescent Cyberbullying: The Mediating Role of Perceived Mother Acceptance and the Moderating Role of Emotional Stability

How feedback shapes flow experience in cognitive tasks: The role of locus of control and conscientiousness

Previous feedback models in education (1) overlook that intrapersonal factors (i.e. factors describing one’s personality) as well as interpersonal factors (i.e. factors describing the relationship between people) simultaneously affect feedback provision and feedback processing and (2) only implicitly assume that the feedback sender and feedback recipient deal with error identification and error making during feedback processes. This chapter provides a model that conceptualises the concurrent interplay between intrapersonal and interpersonal factors and feedback provision and feedback processing in dyadic interactions, while taking as a starting point the assumption that errors, if identified and acted upon, offer a potential to revise one’s own performance. As such, the model embraces the theoretical complexity of interpersonal communication, as well as the importance of errors for learning.

Embracing Errors for Learning : Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions

Based on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.

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Relevant Conditions for Teachers’ Use of Student Feedback

We used hierarchical linear regression analysis to test the relationship between negative feedback and employee job performance, and explored the moderating role of the Big Five personality traits in this relationship. Participants were 357 supervisor–subordinate dyads in China; subordinates responded to negative feedback and Big Five personality traits measures, and direct supervisors rated their employees’ job performance. Results showed that negative feedback was negatively related to employee job performance, and that the Big Five personality traits moderated this relationship. Specifically, the strength of the negative relationship between negative feedback and job performance was reduced as extraversion, openness to experience, agreeableness, emotional stability, and conscientiousness increased. Implications for management and theory are discussed.

Cunchao Li

Papers

Negative feedback and employee job performance: Moderating role of the Big Five